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Rethinking Reading: The Rise of Audiobooks Among Children in England

Recent discussions around the educational curriculum in England have highlighted the need for incorporating audiobooks, following findings that indicate a shift in how children engage with literature. With fewer children expressing an interest in reading for enjoyment, there is a noticeable trend towards audio formats, including audiobooks and podcasts.

A survey conducted by the National Literacy Trust (NLT) revealed a significant increase in children’s enjoyment of listening to audio content compared to past years. For the first time since 2020, their enjoyment of audio has surpassed that of reading. The latest figures indicate that 42.3% of the 37,000 children and young people aged between 8 and 18 surveyed in the UK reported enjoying audio in their leisure time, a notable rise from 39.4% in the previous year.

Despite the growing popularity of audio, the NLT has expressed concern over the declining rates of reading for pleasure, which have reached what they describe as “crisis” levels. Currently, only 34.6% of children indicate that they enjoy reading in their spare time. The gap is particularly pronounced between genders, with a stark contrast in reading enjoyment reported—28.2% more boys are disengaged from reading compared to girls, who have a higher engagement rate of 40.5%.

Interestingly, the trend reverses when it comes to listening; a higher percentage of boys (43.4%) reported enjoying audio content compared to girls (40.4%). The NLT hopes that by promoting audiobooks and podcasts, they can bridge the engagement gap in reading for both genders.

The organization is actively advocating for broader access to diverse reading formats, including audio, in schools. Jonathan Douglas, NLT’s chief executive, commented on the positive impact of audio, stating, “In recent years, we’ve seen a steady rise in children’s enjoyment of listening to audio… it can spark a love of reading, support literacy development, and enhance overall wellbeing.” He believes that leveraging children’s enthusiasm for audio could lead to a new generation of avid readers.

However, not all experts view audiobooks as a substitute for traditional reading. John Mullan, an English professor at University College London, acknowledges the value of audiobooks, reflecting on his own experiences with them. Yet he highlights critical differences in the nature of reading versus listening. Mullan asserts that reading is an interactive process, one that often involves shared moments between a parent and child that audiobooks cannot replicate. He describes audiobooks as passive experiences that lack the dynamic connection formed through reading together.

The Children’s Commissioner for England, Rachel de Souza, shares Mullan’s sentiments. She supports the use of audiobooks for providing access to literature but emphasizes that they should not replace the act of reading itself. “There’s something so special about that,” she remarked, underscoring the importance of reading in its traditional form.

As the government prepares to release an interim report on its review of the curriculum and assessment, discussions about the role of audiobooks in literacy education continue to gain traction. Sarah Hannafin, head of policy at the NAHT school leaders’ union, stresses the necessity of fostering a love for reading in children. She suggests that tapping into their enjoyment of audio can be an effective method to achieve this goal.

In agreement, Julie McCulloch, director of strategy and policy at the Association of School and College Leaders (ASCL), advocates for the potential of audio formats in promoting reading. She notes that such tools can complement existing educational strategies aimed at enhancing reading and writing skills, making literature more accessible to young learners.

Source
www.theguardian.com